MY RESOURCES

GUIDE TO PROGRAMME EVALUATION

 Guide to programme evaluation

o Programme evaluation resources
o What is programme evaluation?
o When are schools evaluated?
o Overview of the programme evaluation process
o The programme development cycle
o Preliminary review
o The self-study process
o The evaluation visit
o Roles and responsibilities during programme evaluation
o DP evaluation reading
o The evaluation report and school response
o Support before, during and after the evaluation process
o Appendix 1: Documentation for preliminary review
 For all programmes
 Programme documents
o Appendix 2: Programme development plan template
o Appendix 3: Responsibilities before, during and after the evaluation visit
o Appendix 4: Using the PSP for the self-assessment

Guide to programme
evaluation

Appendix 1:
Documentation for
preliminary review
School information and programme documentation must be kept current to ensure that the IB
programme is being implemented according to the programme standards and practices and to
ensure that the IB has an accurate picture of the IB programme at the school.
Rules, requirements and specifications listed in the table indicate where expectations for the
document can be found. Rules are found in Rules for IB World Schools. Requirements and
specifications are found in Programme standards and practices.

For all programmes

View full table
Item Rule or requirement or Expectation(s)
specification

School and programme Rules—Article 5.14: Schools The school has submitted the
profile must inform the IB of any completed school and
major changes in their programme profile.
Template (Word) available on governance, organizational
the Programme Resource structure, and/or location
Centre (including damage to,
relocation of or major
renovations of school
premises).

Leadership 1.2: Leadership

and governance understand
all IB rules, regulations and
guidelines, and have put in
place structures and processes
to ensure compliance. (0201-
01-0200)

Legal entity and licensure Rules—Article 15.2: A The school has submitted the
documentation Provide school must be and remain legal entity and licensure
evidence of both legal entity duly registered as a legal documentation.
and licensure. May be entity under local law—either
combined. May include a for profit or not-for-profit, Documentation is provided in
business license, articles of privately or publicly funded. English, French or Spanish
incorporation, school’s license and certified if translated from
or accreditation certification, Article 15.3: A school must another language.
national registration number, have and maintain the
required licensure or The school is duly registered
screenshot from the ministry
accreditation by the local as a legal entity under local
or educational authority
authorities and/or, if law.
website that operates the
school (include citation) or applicable, independent
The school has provided a
similar official evidence. If recognized accreditation
current and valid licensure or
not in English, French or agencies, indicating that it is
Item Rule or requirement or Expectation(s)
specification

Spanish, provide a certified licensed/accredited to provide accreditation by the local

translation. educational services to authorities and/or, if
students of the ages served by applicable, independent
the programme(s) for which accreditation agencies,
the school is authorized. indicating that it is
licensed/accredited to provide
educational services to
students of the ages served by
the programme(s) for which
the school is authorized.

Statement of acceptance Leadership 1.2: Leadership The school has submitted the
and governance understand signed statement of
Template (PDF) available on all IB rules, regulations and acceptance.
the Programme Resource guidelines, and have put in
Centre place structures and processes Schools agree that they have
to ensure compliance. (0201- read the IB's procedures,
01-0200) requirements for
authorization, and rules and
regulations for IB World
Schools relating to the
relevant IB programme(s) and
comply with all the
requirements contained
therein.

School information Rules for the use of IB The school website and/or
intellectual brochure and/or promotional
School brochure and/or property: ibo.org/terms-and- material complies with the
website and/or promotional conditions/copyright/ “Rules for use of IB
literature produced by the intellectual property”.
school concerning the Rules—Article 10:
implementation of the Intellectual property of the IB  The school uses either
programme the IB World
10.2 …the IB is the owner of Schools logo or the
registered trademarks, IB Continuum logo
including its corporate only if it is
trilingual logo, the “IB World authorized to offer
School” trilingual logo, the the PYP and MYP
“IB button” logo and the and either DP
wordmarks “International and/or CP.
Baccalaureate”,
“Baccalauréat International”,  The school has not
“Bachillerato Internacional” used logos it is not
and “IB”. Consequently, a authorized to use.
Item Rule or requirement or Expectation(s)
specification

school is prohibited from  The school has not

using the above-mentioned created its own logo
trademarks to identify or that is combined
reference its own non-IB with IB intellectual
courses. property.

Leadership 1.2: Leadership  The school has not

and governance understand used an outdated IB
all IB rules, regulations and logo or image.
guidelines, and have put in
place structures and processes  The school has not
to ensure compliance. (0201- incorporated the
01-0200) wordmark
“International
Baccalaureate” or
“IB” into the school
name, logos or
insignia or to
reference its own
non-IB courses.

 The school has not

publicly posted IB
copyrighted
content.

Parent or legal guardian Rules—Article 6: Internal The school has written

and student complaints complaints procedure procedures for how it will:
procedures
Article 6.1: The school must  deal with complaints
It may be a general policy have in place written towards the school
used for all parent or guardian procedures for how it will or IB programme(s)
or student complaints and deal with complaints and
does not need to specifically students’ requests for appeals  deal with students’
mention the IB. against IB programme requests for appeals
decisions taken by the school, against IB
ensure that details of these programme
procedures are made widely decisions taken by
available and accessible to all the school
students, and operate in
 ensure that
accordance with such
procedures are
procedures.
made available to
Article 6.2: The school must all students.
inform parents or legal
guardians about the school’s
procedures for addressing
 Item Rule or requirement or Expectation(s)
specification

complaints and students’

requests for appeals of IB
programme decisions taken
by the school.

Leadership 4.4: The school

ensures that students and
legal guardians are informed
of the general characteristics
of relevant programme(s) and
how the school implements
them. (0201-04-0400)

Approaches to assessment
3.4: The school implements,
communicates and regularly
reviews consistent and fair
systems and processes for
reporting student progress
and handling appeals or
challenges. (0404-03-0400)

Compliance with Rules for IB World Schools

View full table
Item Rule or requirement or Expectation(s)
specification

School mission and Purpose 1.1: The school develops a The school’s mission reflects
vision statements mission, vision and strategy that the IB mission and expresses
reflect the IB mission and the ideas that the school:
Indicate whether the philosophy. (0101-01-0100)
mission has changed  values a holistic
since authorization or Purpose 1.2: The school develops a education that goes
last evaluation mission, philosophy and/or strategy beyond academic
that includes a holistic approach to development
education that goes beyond academic
development and encourages  encourages students to
awareness beyond the individual and develop awareness
the immediate community. (0101-01- beyond the
0200) individual and their
immediate
community .
 Item Rule or requirement or Expectation(s)
specification

School strategy Purpose 1.1: The school develops a School documents show the
mission, vision and strategy that school’s strategy:
It may be a general reflect the IB mission and
strategy for the philosophy. (0101-01-0100)  reflects the IB mission
school and does not and philosophy
need to be specific to Purpose 1.2: The school develops a
the IB programmes. mission, philosophy and/or strategy  includes holistic
that includes a holistic approach to approaches to
education that goes beyond academic education.
development and encourages
awareness beyond the individual and
the immediate community. (0101-01-
0200)

Purpose
View full table
Item Rule or requirement Expectation(s)
or specification

Organization chart Leadership 1.1: The The school governance and/or leadership
school clearly structure establishes roles for ensuring
Shows the pedagogical articulates its programme implementation and
leadership team governance and/or development.
(including the programme leadership structure
coordinator) and and establishes roles, The programme coordinator’s position is
reporting lines responsibilities and evident in the school’s governance
mandates for ensuring structure as a member of the school’s
programme pedagogical leadership.
implementation and
development. (0201-
01-0100)

Leadership 2.1: The

school appoints a
programme
coordinator with a job
description, release
time, necessary
support, and an
organizational position
to facilitate curriculum
and programme
development. (0201-
Item Rule or requirement Expectation(s)
or specification

02-0100)

Job description(s) for Leadership 1.1: The The Head of School job description
the Head of School or school clearly indicates responsibilities for ensuring
designee(s) articulates its programme implementation and
governance and/or development.
Provide job descriptions leadership structure
for roles with decision- and establishes roles,
making authority over the responsibilities and
programmes mandates for ensuring
programme
implementation and
development. (0201-
01-0100)

Job description(s) of the Leadership 1.1: The The programme coordinator has:
programme school clearly
coordinator(s) articulates its  a written job description that
governance and/or describes responsibilities and
Include all additional leadership structure expectations of the role for
responsibilities besides and establishes roles, ensuring programme
coordination—indicate responsibilities and implementation and
the percentage of the mandates for ensuring development
coordinator’s weekly programme
schedule that is devoted  release time to carry out the
implementation and
to complying with the responsibilities assigned to the
development. (0201-
coordination role
01-0100)
responsibilities
 the necessary resources and
Leadership 2.1: The
support to carry out the
school appoints a
responsibilities of the role
programme
coordinator with a job  the organizational position to
description, release facilitate curriculum and
time, necessary programme development.
support, and an
organizational position
to facilitate curriculum
and programme
development. (0201-
02-0100)

Programme budget Leadership 5.1: The The budget templates(s) are complete for
school funds adequate the programme(s) in the school.
Template (Word) resources to implement
Item Rule or requirement Expectation(s)
or specification

available on the the programme(s) and The budget:

Programme Resource meet programme
Centre requirements. (0201-  indicates that the necessary
05-0100) staffing is in place per the
Resources may include organizational chart and job
consolidated teacher and PYP 1: The school descriptions
other staff salaries or allocates adequate
stipends; funds for resources to support  clearly articulates how each
instructional and collaborative planning programme requirement is
promotional materials, amongst subject funded if/when required
technology, subscriptions, specialists and
 indicates resources allocated for
collaborative planning classroom teachers for
professional development.
time, student activities; transdisciplinary
honoraria; local learning. (0201-05- Resources are allocated for PYP:
association fees; 0111)
resources to support core  to support collaborative planning
projects; MYP Building MYP 1: The school among subject specialist and
Quality Curriculumfees; allocates adequate classroom teachers for
time and/or number of resources for the transdisciplinary learning.
personnel allocated for provision of leadership
the activity and so on. for developing the Resources are allocated for the provision
curriculum in subject of leadership in MYP:
groups, planning
approaches to learning,  for developing the curriculum in
supporting student subject groups
involvement in service
 for planning approaches to
as action, and
learning
implementing the
personal or community  for supporting student
project. (0201-05- involvement in service as
0121) action
DP 1: The school  for implementing the personal or
allocates adequate community project.
resources and provides
supervision for the Resources are allocated for DP:
creativity, activity,
service (CAS) core  for the creativity, activity,
component, including service (CAS) core component,
designating a CAS including designating a CAS
coordinator. (0201-05- coordinator
0131)
 to support the extended essay
DP 2: The school core component, including
allocates adequate designating an extended essay
resources and provides coordinator.
supervision to support
Resources are allocated for CP:
the extended essay
Item Rule or requirement Expectation(s)
or specification

core component,  for the service learning core

including designating component, including
an extended essay designating a service learning
coordinator. (0201-05- coordinator
0132)
 to support the reflective project
CP 1: The school core component, including
allocates adequate designating a reflective project
resources and provides coordinator
supervision for the
service learning core  to implement the language
component, including development core component
designating a service
 to implement the personal and
learning coordinator.
professional skills (PPS)
(0201-05-0141)
course.
CP 2: The school
allocates adequate
resources and provides
supervision to support
the reflective project
core component,
including designating a
reflective project
coordinator. (0201-05-
0142)

CP 3: The school
allocates adequate
resources and provides
supervision to
implement the
language development
core component.
(0201-05-0143)

CP 4: The school
allocates adequate
resources to implement
the personal and
professional skills
(PPS) core component.
(0201-05-0144)

Professional Leadership 2.2: The The update of IB-recognized professional

development programme development is complete for the
coordinator completes
Item Rule or requirement Expectation(s)
or specification

information required professional programme(s) in the school.

development that is up
Template (Word) to date with the most The professional development update
available on the current version of the indicates:
Programme Resource programme(s) under
Centre  the Head of School (or
their responsibility.
designee), if appointed during
(0201-02-0200)
the period under review, has
Teacher support 2.1: participated in a relevant IB
The school complies workshop or attended an IB
with IB-mandated Global Conference or attended
professional an IB Heads World
development Conference. The Head of
requirements, as School may designate someone
outlined in IB to participate in the workshop,
documentation. (0203- provided that the designee has
02-0100) decision-making authority over
the indicated IB programme

 an IB programme
coordinator appointed during
the period under review has
attended an IB workshop
(category 1, 2 or 3), relevant to
the role.

PYP requirements

 PYP teachers hired during the

period under review have
participated in an IB
workshop, category 1, 2 or 3.

MYP requirements

 At all times, at least one MYP

teacher per subject group has
participated in the relevant
subject group specific IB
workshop, category 1, 2 or 3.

 Following the review of a subject

group, when a new guide has
been published, at least
one MYP teacher in the
indicated subject group has
completed the relevant
workshop. Development
opportunities provided to
Item Rule or requirement Expectation(s)
or specification

update IB workshop leaders on

curriculum changes also meet
this requirement.

 Each school that has been

authorized as part of an MYP
partnership has individually
complied with the IB
professional development
requirements.

DP requirements

 Any DP teacher, theory of

knowledge (TOK)
teacher or CAS
coordinator appointed during
the period under review has
participated in an IB
workshop, category 1, 2 or 3,
relating to their subject or role.

 At least one DP subject teacher

per subject, one TOK teacher
and the CAS coordinator has
participated in a relevant IB
workshop, if the subject or
course has been reviewed
during the period under review
and when a new guide has
been published. Development
opportunities provided to
update IB workshop leaders on
curriculum changes also meet
this requirement.

CP requirements

 PPS teachers appointed during

the period under review have
participated in an IB workshop
relevant to their role.

 At least one teacher, coordinator

or the Head of School has
participated in a service
learning workshop.

 Any DP subject teacher

 Item Rule or requirement Expectation(s)
or specification

appointed during the period

under review must participate
in an IB workshop, category 1,
2 or 3, related to their subject
or role.

 At least one DP subject teacher

per subject must participate in
a relevant IB workshop, if the
subject or course has been
reviewed during the period
under review and when a new
guide has been published.
Development opportunities
provided to update IB
workshop leaders on
curriculum changes also meet
this requirement.

Environment
View full table
Item Rule or requirement or Expectation(s)
specification

Access Culture 1.1: The school The access and/or admission policy
and/or implements and reviews an describes the conditions for participation in
admission access and/or admissions policy the programme.
policy that clearly describes the
conditions for participation in the The policy includes evidence of a review
school’s programme(s). (0301- process such as the date of the most recent
01-0100) review.

Inclusion Culture 2.1: The school The inclusion policy:

policy implements and reviews an
inclusion policy that meets IB  identifies all legal requirements
guidelines. (0301-02-0100)
 outlines the structure and process it
Culture 2.2: The school identifies uses to comply with legal
in its inclusion policy all of its requirements
legal requirements and outlines
 describes the rights and
the school’s structures and
responsibilities of all members of
processes for compliance. (0301-
Item Rule or requirement or Expectation(s)
specification

02-0200) the school community

Culture 2.3: The school describes  clearly states the school’s vision for
in its inclusion policy the rights implementing inclusive IB
and responsibilities of all programmes
members of the school
community and clearly states the  includes evidence of a review
school’s vision for implementing process such as the date of the
inclusive programmes. (0301-02- most recent review.
0300)

Academic Culture 3.1: The school The academic integrity policy:

integrity implements and reviews an
policy academic integrity policy that  makes the school’s philosophy
makes the school’s philosophy clear
clear and is aligned with IB
 describes the rights and
guidelines. (0301-03-0100)
responsibilities of the school
Culture 3.2: The school clearly community
describes in its academic
 articulates responsibilities for
integrity policy the rights and
teaching a variety of practices
responsibilities of all members of
related to academic integrity and
the school community, what
reflects its five fundamentals—
constitutes good practice and
honesty, trust, fairness, respect
misconduct, and the actions that
and responsibility
are to be taken if there are
transgressions. (0301-03-0200)  clearly states what is good practice,
what is misconduct and what
Culture 3.3: The school
actions are to be taken if there are
articulates responsibilities for
transgressions
teaching a variety of practices
related to academic integrity, and  includes evidence of a review
reflects its five fundamentals: process such as the date of the
honesty, trust, fairness, respect most recent review.
and responsibility. (0301-03-
0300)

Language Culture 4.1: The school The language policy:

policy implements and reviews a
language policy that is aligned  recognizes that all teachers are, in
with IB language policy practice, language teachers with
guidelines. (0301-04-0100) responsibilities in facilitating
communication
Culture 4.2: The school describes
in its language policy the way  outlines how students are to learn at
that the school recognizes least one language in addition to
Item Rule or requirement or Expectation(s)
specification

multilingualism as a fact, a right their home/personal language(s)

and a resource for learning.
(0301-04-0200)  describes how the development and
maintenance of the
Culture 4.3: The school identifies home/personal language(s) for all
in its language policy a variety of learners is to be supported
physical and virtual resources
used to facilitate language  ensures that there are practices in
development. (0301-04-0300) place to provide inclusion and
equity of access to the IB
Culture 4.4: The school clearly programme(s) offered by the
describes in its language policy school for all learners, including
the rights and responsibilities of those who are learning in a
all members of the school language other than their
community and what constitutes home/personal language(s)
good practice within the school
context. (0301-04-0400)  ensures support for
multilingualism, which is
required to support
multiliteracies

 describes how the language(s) of

the wider community are
respected and promoted

 considers what resources and

practices are to be used to
involve parents in planning their
children’s language profile and
development

 considers the sociocultural

circumstances of the school

 includes evidence of a review

process such as the date of the
most recent review.

Assessment Culture 5.1: The school The assessment policy:

policy implements and reviews an
assessment policy that makes the  clearly states the school’s
school’s philosophy clear and is philosophy of assessment that
aligned with the IB philosophy supports student learning
concerning learning and
 is aligned with the IB philosophy
assessment. (0301-05-0100)
concerning learning and
Culture 5.2: The school identifies assessment
in its assessment policy all
Item Rule or requirement or Expectation(s)
specification

necessary local and IB  describes the rights and

requirements, and outlines how responsibilities of all members of
the school is adhering to these the school community
requirements. (0301-05-0200)
 states what constitutes effective
Culture 5.3: The school describes assessment practice
in its assessment policy the rights
and responsibilities of all  includes evidence of a review
members of the school process such as the date of the
community and clearly states most recent review.
what constitutes good assessment
For MYP, DP and CP
practice. (0301-05-0300)
 Details of common practices for
Culture 5.5: The school describes
recording and reporting student
in its assessment policy the value
achievement.
of assessment for continuous
learning and growth. (0301-05-  Implementation of formative and
0500) summative assessment consistent
with IB expectations.
Approaches to assessment 3.1:
The school administrates  Details of common practices for
assessment in accordance with using the programme assessment
IB rules, regulations, and/or criteria and determining
relevant programme achievement levels.
documentation. (0404-03-0100)
 For schools with
MYP 1: Teachers standardize local/state/national requirements,
their assessment of student work an explanation of the relationship
to ensure reliable results in of IB assessment principles and
accordance with IB guidelines. practices with required systems
(0404-03-0121) for grading and reporting.
DP 1: Teachers standardize their For DP and CP, the policy must additionally
assessment of student work to include:
ensure reliable results in
accordance with IB guidelines.  internal moderation/quality checks
(0404-03-0131) to ensure that internally marked
coursework is at the standard
CP 1: Teachers standardize their defined by the IB and that
assessment of student work to students get a true reflection of
ensure reliable results in the marks they will receive
accordance with IB guidelines.
(0404-03-0141)  practices for internal standardizing
of assessment.

Policies
Programme documents
PYP
View full table
Item Rule/requirement/specification Expectation(s)

Collaborative Teacher support 3.1: The school allocates The collaborative planning
planning dedicated and scheduled and/or timetabled description and schedule shows
description time for teachers’ collaborative planning scheduled or timetabled time
and schedule and reflection. (0203-03-0100) for teachers:

Coherent curriculum 1.4: The school  to collaboratively plan

provides collaborative planning time for and reflect
teachers to incorporate IB philosophy into
the curriculum. (0401-01-0400)  to incorporate IB
philosophy into the
Coherent curriculum 2.1: Teachers curriculum
collaborate to plan and design units that
meet programme requirements and are in  to plan and design units
accordance with programme that meet programme
documentation. (0401-02-0100) requirements and are
in accordance with
PYP 2: The school demonstrates a programme
commitment to transdisciplinary learning documentation
by ensuring that the programme of inquiry
is collaboratively designed, planned and  to consider connections
facilitated between the classroom teacher between different
and specialist teachers to deliver the areas and reinforce
subjects included in each unit of inquiry. shared concepts,
(0401-02-0112) content and skills

Coherent curriculum 2.2: Teachers plan  to address the elements

and reflect collaboratively to consider of an IB education.
connections and relationships between
The collaborative planning
different areas, and reinforce shared
description or schedule shows
concepts, content and skills. (0401-02-
scheduled or timetabled time
0200)
for subject specialists and
Coherent curriculum 2.4: Teachers use classroom teachers to
collaborative planning and reflection to collaboratively design and plan
address the elements of an IB education. the programme of inquiry.
(0401-02-0400)

PYP: Schedules
View full table
Item Rule/requirement/specification Expectation(s)

Programme of Coherent curriculum 1.1: The school The programme of inquiry for
inquiry designs its curriculum in accordance with PYP consists of six units of
programme documentation. (0401-01- inquiry—one for each
0100) transdisciplinary theme.

Coherent curriculum 1.2: The school For the early years students,
articulates its curriculum horizontally and the programme of inquiry
vertically. (0401-01-0200) consists of at least four
transdisciplinary themes,
Coherent curriculum 1.5: Coherent including “Who we are” and
curriculum 1.5: The school articulates its “How we express ourselves”.
schedule and curriculum to make it
possible for students to make connections In the programme of inquiry:
across their learning (0401-01-0500)
 all key concepts are
PYP 1: The school designs a programme present at each
of inquiry that consists of six units of grade/year level
inquiry—one for each transdisciplinary
theme—at each year or grade level, with  there is a balance of
the exception of students who are 3–6 key concepts
years where the requirement is at least
 central ideas are
four units at each year or grade level, two
included
of which must be under “Who we are” and
“How we express ourselves”. (0401-01-  lines of inquiry are
0511) included.

Unit planning Coherent curriculum 2.1: Teachers Unit planners include:

process collaborate to plan and design units that
meet programme requirements and are in  transdisciplinary
Three completed accordance with programme theme
unit planners or documentation. (0401-02-0100)
equivalent  central idea
evidence of use of PYP 1: Teachers use the PYP planner
 lines of inquiry
the PYP planning template(s) or otherwise document the
process for each way that they use the PYP planning  key concepts
grade level process to collaboratively design, plan and
deliver the programme. (0401-02-0111)  related concepts
Completed
versions of the  approaches to
former PYP learning
planner template
meet expectations  IB learner profile
attributes

 subject areas

 learning goals
Item Rule/requirement/specification Expectation(s)

 teacher questions

 student inquiries

 differentiated
learning
experiences

 resources

 prior knowledge of
students

 teacher reflections on
knowledge,
conceptual
understandings,
skills, attributes of
the IB learner
profile, learning
goals and
assessment

 monitoring,
documenting and
measuring learning
(assessment)

 student-initiated
action

 student reflections.

For early years the school

provides opportunities for:

 uninterrupted play

 symbolic exploration
and expression.

A completed Lifelong learners 6.1: Students take The exhibition planner or

exhibition opportunities to develop personal learning other exhibition
planner or other goals. (0402-06-0100) documentation includes:
exhibition
documentation Lifelong learners 6.2: Students take  personal learning
opportunities to ask questions and pursue goals
personal inquiries and actions. (0402-06-
0200)  personal inquiries
 Item Rule/requirement/specification Expectation(s)

PYP 1: Students participate in the  student-initiated

exhibition in the final year of the PYP, action
except in schools that exclusively offer the
early years. (0402-06-0211)  student reflections.

OR the school exclusively

offers the early years.

Reporting Approaches to assessment 1.2: The school The school-based reporting

uses specific and constructive school- provides students and
Examples of based reporting to provide students and teachers with information that
school-based teachers with information that can be used can be used to improve
reporting from to improve learning, teaching and learning and teaching.
different assessment. (0404-01-0200)
grade/year levels The school implements and
Approaches to assessment 3.4: The school communicates consistent and
implements, communicates and regularly fair systems and processes for
reviews consistent and fair systems and reporting student progress.
processes for reporting student progress
and handling appeals or challenges.
(0404-03-0400)

PYP: Learning

MYP
View full table
Item Rule/requirement/specification Expectation(s)

Collaborative Teacher support 3.1: The school The collaborative planning

planning allocates dedicated and scheduled description and schedule shows
description and and/or timetabled time for teachers’ scheduled or timetabled time
schedule collaborative planning and reflection. for teachers:
(0203-03-0100)
 to collaboratively plan
Coherent curriculum 1.4: The school and reflect
provides collaborative planning time
for teachers to incorporate IB  to incorporate IB
philosophy into the curriculum. philosophy into the
(0401-01-0400) curriculum

Coherent curriculum 2.1: Teachers  to plan and design

collaborate to plan and design units units that meet
that meet programme requirements programme
Item Rule/requirement/specification Expectation(s)

and are in accordance with requirements and are

programme documentation. (0401-02- in accordance with
0100) programme
documentation
MYP 1: The school provides
opportunities for teachers to use  to consider
collaborative planning and reflection connections between
to develop interdisciplinary different areas and
understanding. (0401-02-0121) reinforce shared
concepts, content
MYP 2: Teachers use the MYP and skills
planning process to collaboratively
design, plan, deliver and document  to address the
student inquiry. (0401-02-0122) elements of an IB
education
Coherent curriculum 2.2: Teachers
plan and reflect collaboratively to  to develop
consider connections and relationships interdisciplinary
between different areas, and reinforce understanding
shared concepts, content and skills.
(0401-02-0200)  to design, plan, deliver
and document
Coherent curriculum 2.4: Teachers student inquiry.
use collaborative planning and
reflection to address the elements of
an IB education. (0401-02-0400)

Calendar or Leadership 3.1: The school The school schedule or

schedule of school implements a schedule that allows for calendar indicates a balanced
deadlines (for the requirements of the programme(s) approach to assessment
eAssessment to be met. (0201-03-0100) deadlines for:
schools only)
Student support 3.2: The school  internal assessments
Include schedule for demonstrates in its systems, processes
student submission and policies attention to the social,  external assessments.
of internal emotional, and physical well-being of
assessment and its students and teachers. (0202-03-
external assessment 0200)
components
Coherent curriculum 1.5: The school
articulates its schedule and curriculum
to make it possible for students to
make connections across their
learning. (0401-01-0500)

Sample schedules Leadership 3.1: The school The schedule shows that each
for each grade/year implements a schedule that allows for of the eight subject groups is
 Item Rule/requirement/specification Expectation(s)

of the programme the requirements of the programme(s) taught for at least 50 hours per
and an explanation to be met. (0201-03-0100) year, unless subject group
of the hours of flexibility is offered in year 4
instruction MYP 1: The school implements a and/or year 5.
schedule that provides for the
Include an minimum required teaching hours for
explanation of how each subject group. (0201-03-0121)
the school provides
for at least the
minimum number of
required student
learning hours for
each subject group,
for example the
length of classes and
number of classes in
the school year

MYP: Schedules
View full table
Item Rule/requirement/specification Expectation(s)

Approaches Coherent curriculum 1.5: The school articulates The Approaches to learning
to learning its schedule and curriculum to make it possible chart shows vertical
chart for students to make connections across their articulation of ATL related
learning (0401-01-0500) skills and appropriately
developed ATL skill
MYP 1: The school develops subject group categories.
overviews and an approaches to learning
planning chart in accordance with programme
documentation. (0401-01-0521)

MYP: Approaches to learning

View full table
Item Rule/requirement/specification Expectation(s)

Language Coherent curriculum 1.5: The school The subject group overview:
and literature articulates its schedule and curriculum
to make it possible for students to make  provides evidence of
Language connections across their learning vertical and horizontal
(0401-01-0500)
 Item Rule/requirement/specification Expectation(s)

acquisition MYP 1: The school develops subject planning

group overviews and an approaches to
Individuals learning planning chart in accordance  documents the written
and societies with programme documentation. curriculum in each subject
(0401-01-0521) group across all years of
Sciences the programme
Mathematics  includes a summary of the
content
Design
 shows that over the years of
The arts
the programme, the
Physical and school has:
health
o included required
education
key concepts

o addressed related
concepts

o included MYP
global context(s)

o developed ATL
skills

o offered students
opportunities to
meet all MYP
subject group
objectives in a
balanced way

 engages students in physical

education activities for at
least 50% of the total
teaching time allocated to
this subject.

MYP: Subject group overviews

View full table
Item Rule/requirement/specification Expectation(s)

Language and Coherent curriculum 1.1: The The school has submitted: (a)
literature school designs its curriculum in two unit planners or equivalent
accordance with programme evidence of use of the MYP
Item Rule/requirement/specification Expectation(s)

Language acquisition documentation. (0401-01-0100) planning process for each

subject group from different
Individuals and Coherent curriculum 1.6: The year levels, and (b) one
societies school demonstrates that the interdisciplinary unit from
curriculum is influenced by an each year level. For all of these
Sciences understanding of students’ prior include the following
knowledge, identities, elements:
Mathematics
backgrounds, needs and contexts.
Design (0401-01-0600)  key and related
concepts
The arts Coherent curriculum 2.1: Teachers
collaborate to plan and design units  global contexts
Physical and health that meet programme requirements
education and are in accordance with  statement of inquiry
programme documentation. (0401-
Interdisciplinary  inquiry questions
02-0100)
Two completed unit  subject group
Coherent curriculum 3.5: The
planners or equivalent objectives
school ensures the curriculum is up
evidence of use of the to date and clearly communicated  summative assessment
MYP planning process to the school community. (0401-
for each subject group 03-0500)  approaches to learning
from different year
levels and one MYP 1: Teachers follow the MYP  content (selected or
interdisciplinary unit review cycles and associated IB required)
from each year level communications. (0401-03-0521)
 description of the
OR learning process

The school provides the  learning experiences

following from the and teaching
“Building Quality strategies
Curriculum” submission
for each subject group  formative assessment
and for interdisciplinary
 differentiation
units:
 reflection:
 two unit plans
o prior to
 completed self-
teaching the
evaluations
unit
 feedback
o during
reports.
teaching

o after teaching
the unit.

OR

The school provides the

 Item Rule/requirement/specification Expectation(s)

following from the “Building

Quality Curriculum”
submission:

 two unit plans

 completed self-
evaluations

 feedback reports.

MYP: Documentation of unit planning process

View full table
Item Rule/requirement/specification Expectation(s)

Language and literature Approaches to assessment 2.1: For each subject in which
Teachers use a variety of assessment the school participates in
Language acquisition methods that are connected to stated eAssessment, the following
learning objectives and outcomes. has been provided: reports
Individuals and societies
(0404-02-0100) from eAssessments
Sciences including internal
MYP 1: Teachers plan and design assessment feedback from
Mathematics the assessment of student learning the “ePortfolio and
based on the criteria and procedures candidate results” summary
Design in accordance with programme page.
documentation. (0404-02-0121)
The arts OR
Physical and health For subject groups where
education the school
does not participate in
Interdisciplinary
eAssessment, a sample of
One sample of assessed assessed student work,
student work, MYP MYP criteria, including
criteria, including task- task-specific clarifications,
specific clarifications (if teacher marks and
applicable), teacher marks feedback show assessment
and feedback per subject that is consistent with the
group. Samples must prescribed MYP objectives
represent all year levels and criteria.
taught in the programme.
Samples of
interdisciplinary student
work representing two
 Item Rule/requirement/specification Expectation(s)

different year levels

OR

Reports from
eAssessments including
internal assessment
feedback from the
“ePortfolio and candidate
results”

MYP: Assessment documentation

View full table
Item Rule/requirement/specification Expectation(s)

Personal Leadership 3.1: The school implements a The description or handbook

and/or schedule that allows for the requirements includes:
community of the programme(s) to be met. (0201-
project 03-0100)  the structure in place to
description or ensure coordination of
handbook Lifelong learners 6.2: Students take the project
opportunities to ask questions and pursue
personal inquiries and actions. (0402-06-  how supervisors are
0200) allocated to students

MYP 1: The school provides  a description of how

opportunities for students to take students and
ownership of their learning through the supervisors are briefed
personal project and community project.
 the timeline for
(0402-06-0221)
completion of the
Approaches to assessment 4.1: The project
school provides students with
 an explanation of how
opportunities to consolidate their
the school ensures all
learning through a variety of
that all students in year
assessments. (0404-04-0100)
5 complete the
MYP 1: All students in MYP year 5 personal project and
complete the personal project, and all all students finishing
students finishing the programme in year the programme in year
3 or 4 complete the community project. 3 or 4 complete the
(0404-04-0121) community project.

Student Lifelong learners 5.1: The school Student samples illustrate:

 Item Rule/requirement/specification Expectation(s)

reflections on provides opportunities for students to  how all learning

service as directly apply their learning by taking outcomes are met
action action. (0402-05-0100)
 student engagement in
Provide one Lifelong learners 5.2: Students the experience across
sample from demonstrate a commitment to service each year of the
each year of the with and for the community throughout programme taught in
programme their learning, in accordance with the school or
taught in the programme documentation. (0402-05- partnership
school or the 0200)
partnership  how students are
MYP 1: Students take opportunities to involved with
develop, act and reflect on MYP learning planning, organizing
outcomes for service in each year of the and implementing
programme. (0402-05-0221) service activities.

MYP: Projects and service

DP
View full table
Item Rule/requirement/specification Expectation(s)

Collaborative Teacher support 3.1: The school The collaborative planning

planning allocates dedicated and scheduled description and schedule
description and and/or timetabled time for teachers’ shows scheduled or
schedule collaborative planning and reflection. timetabled time for teachers:
(0203-03-0100)
 to collaboratively
Coherent curriculum 1.4: The school plan and reflect
provides collaborative planning time
for teachers to incorporate IB  to incorporate IB
philosophy into the curriculum. (0401- philosophy into the
01-0400) curriculum

Coherent curriculum 2.1: Teachers  to plan and design

collaborate to plan and design units units that meet
that meet programme requirements and programme
are in accordance with programme requirements and
documentation. (0401-02-0100) are in accordance
with programme
DP 1: The school provides documentation
opportunities for teachers to use
collaborative planning and reflection to  to consider
integrate theory of knowledge into each connections
Item Rule/requirement/specification Expectation(s)

subject. (0401-02-0131) between different

areas and reinforce
Coherent curriculum 2.2: Teachers plan shared concepts,
and reflect collaboratively to consider content and skills
connections and relationships between
different areas, and reinforce shared  to address the
concepts, content and skills. (0401-02- elements of an IB
0200) education

Coherent curriculum 2.4: Teachers use  to integrate theory of

collaborative planning and reflection to knowledge (TOK)
address the elements of an IB into each subject.
education. (0401-02-0400)

Calendar or Leadership 3.1: The school implements The school schedule or

schedule of school a schedule that allows for the calendar indicates a balanced
deadlines requirements of the programme(s) to be approach to assessment
met. (0201-03-0100) deadlines for:
Include schedule for
student submission Student support 3.2: The school  internal assessments
of internal and demonstrates in its systems, processes
external assessment and policies attention to the social,  external assessments
components emotional, and physical well-being of
 completion of CAS
its students and teachers. (0202-03-
requirements
0200)
 extended essays.
Coherent curriculum 1.5: The school
articulates its schedule and curriculum
to make it possible for students to make
connections across their learning.
(0401-01-0500)

Sample student Leadership 3.1: The school implements The schedule:

schedules for each a schedule that allows for the
grade/year of the requirements of the programme(s) to be  provides for the
programme met. (0201-03-0100) delivery of at least
100 hours of the
Include an DP 2: The school implements a TOK course over
explanation of how schedule that provides for the two years
the school provides minimum required teaching hours for
for at least the each standard level and higher level DP  ensures that standard
minimum number of subject, and for theory of knowledge level courses are
required student (TOK). (0201-03-0132) taught for 150
learning hours, for hours, ensures that
example the length of DP 3: The school implements a higher level
classes and number schedule that provides for the delivery courses are taught
of classes in the of the theory of knowledge course over for 240 hours over
 Item Rule/requirement/specification Expectation(s)

school year two years for every student. (0201-03- two years
0133)
 ensures that at least
one standard level
course is taught
over the two years
of the programme.

DP: Schedules
View full table
Item Rule/requirement/specification Expectation(s)

Curriculum Coherent curriculum 1.1: The school Curriculum documents:

documentation: designs its curriculum in accordance
with programme documentation.  identify the
Studies in language (0401-01-0100) knowledge,
and literature concepts, skills
Coherent curriculum 1.5: The school and attitudes to
Language acquisition articulates its schedule and be developed
curriculum to make it possible for over time
Individuals and
students to make connections across
societies  allow for
their learning. (0401-01-0500)
meaningful
Sciences
Coherent curriculum 2.1: Teachers student action
Mathematics collaborate to plan and design units
that meet programme requirements  promote students’
The arts and are in accordance with awareness of
programme documentation. (0401-02- individual, local,
A description of the 0100) national and
curriculum, such as one world issues,
course outline or one DP1: The school provides including
unit plan from each opportunities for teachers to use students’ own
subject group, showing collaborative planning and reflection needs and the
how the courses meet IB to integrate theory of knowledge into needs of others
requirements, including each subject (0401-02-0131)
how theory of  incorporate relevant
knowledge (TOK) is Coherent curriculum 3.5: The school experiences for
integrated into the ensures the curriculum is up to date students
course and clearly communicated to the
school community. (0401-03-0500)  provide
opportunities for
DP 1: Teachers follow the DP review reflection on
cycles and associated IB human
communications. (0401-03-0531) commonality,
diversity and
multiple
Item Rule/requirement/specification Expectation(s)

perspectives

 foster development
of the IB learner
profile attributes

 show opportunities
for students to
make connections
across their
learning

 reflect current
subject guides

 show TOK
integration into
the subject.

Curriculum Coherent curriculum 1.1: The school Curriculum documents:

documentation: designs its curriculum in accordance
Theory of knowledge with programme documentation.  identify the
(0401-01-0100) knowledge,
A description of the concepts, skills
curriculum, such as a Coherent curriculum 1.5: The school and attitudes to
curriculum map or articulates its schedule and be developed
course outlines, curriculum to make it possible for over time
including details about students to make connections across
how theory of their learning. (0401-01-0500)  allow for
knowledge (TOK) is meaningful
offered in the school, or Coherent curriculum 2.1: Teachers student action
one unit plan from TOK collaborate to plan and design units
that meet programme requirements  promote students’
showing how the course
and are in accordance with awareness of
meets IB requirements
programme documentation. (0401-02- individual, local,
0100) national and
world issues,
DP1: The school provides including
opportunities for teachers to use students’ own
collaborative planning and reflection needs and the
to integrate theory of knowledge into needs of others
each subject (0401-02-0131)
 incorporate relevant
Coherent curriculum 3.5: The school experiences for
ensures the curriculum is up to date students
and clearly communicated to the
school community. (0401-03-0500)  provide
opportunities for
reflection on
 Item Rule/requirement/specification Expectation(s)

DP 1: Teachers follow the DP review human

cycles and associated IB commonality,
communications. (0401-03-0531) diversity and
multiple
perspectives

 foster development
of the IB learner
profile attributes

 show opportunities
for students to
make connections
across their
learning

 reflect current
guides.

DP: Curriculum
View full table
Item Rule/requirement/specification Expectation(s)

Extended Leadership 5.1: The school funds adequate The description includes:
essay resources to implement the programme(s)
supervision and meet programme requirements. (0201-  timelines
05-0100)
A description  how mandatory
of the DP 2: The school allocates adequate reflection sessions
supervision of resources and provides supervision to will be supervised
extended support the extended essay core component,
 how students will
essays including designating an extended essay
engage in topic
coordinator. (0201-05-0132)
choice
Approaches to assessment 4.1: The school
 how supervisors are
provides students with opportunities to
selected and
consolidate their learning through a variety
informed.
of assessments. (0404-04-0100)

DP 1: The school ensures that students

submit the extended essay toward the end of
the DP, and focuses on providing students
with opportunities to engage in topics of
their own choice. (0404-04-0131)

Lifelong learners 6.2: Students take

Item Rule/requirement/specification Expectation(s)

opportunities to ask questions and pursue

personal inquiries and actions. (0402-06-
0200)

DP 1: The school provides opportunities for

students to take ownership of their learning
through the DP core. (0402-06-0231)

CAS Leadership 3.1: The school implements a The handbook shows:

handbook schedule that allows for the requirements of
the programme(s) to be met. (0201-03-0100)  the opportunities for
students to directly
DP 4: The school implements a schedule that apply their learning
allows for regular CAS experiences and by taking action
projects over at least 18 months for every
student. (0201-03-0134)  how students can
demonstrate a
Lifelong learners 5.1: The school provides commitment to
opportunities for students to directly apply service with and for
their learning by taking action. (0402-05- the community
0100) throughout their
learning

 expected learner
outcomes

 responsibilities of the
student

 responsibilities of the
supervisor.

 how the school

provides for regular
CAS experiences
and projects over at
least 18 months for
every student

CAS Lifelong learners 5.2: Students demonstrate a Samples illustrate:

experience commitment to service with and for the
samples community throughout their learning, in  how all learning
accordance with programme documentation. outcomes are met
Three samples (0402-05-0200)
of CAS  student engagement
experiences Lifelong learners 6.2: Students take in each of the three
undertaken by opportunities to ask questions and pursue strands
students personal inquiries and actions. (0402-06-
 Item Rule/requirement/specification Expectation(s)

0200)  how CAS experiences

are initiated by
DP 1: The school provides opportunities for students
students to take ownership of their learning
through the DP core. (0402-06-0231)  the integration of one
or more CAS
strands in at least
one project.

DP: DP Core

CP
View full table
Item Rule/requirement/specification Expectation(s)

Collaborative Teacher support 3.1: The school The collaborative planning

planning allocates dedicated and scheduled description and schedule
description and and/or timetabled time for teachers’ shows scheduled or
schedule collaborative planning and reflection. timetabled time for teachers
(0203-03-0100)
 to collaboratively
Coherent curriculum 1.4: The school plan and reflect
provides collaborative planning time for
teachers to incorporate IB philosophy  to incorporate IB
into the curriculum. (0401-01-0400) philosophy into
the curriculum
Coherent curriculum 2.1: Teachers
collaborate to plan and design units that  to plan and design
meet programme requirements and are units that meet
in accordance with programme programme
documentation. (0401-02-0100) requirements and
are in accordance
CP 1: The school provides opportunities with programme
for the IB teachers to collaborate with documentation
the career-related studies (CRS) staff to
ensure balance and articulation of the  to consider
students’ full educational experience. connections
(0401-02-0141) between different
areas and
Coherent curriculum 2.2: Teachers plan reinforce shared
and reflect collaboratively to consider concepts, content
connections and relationships between and skills
different areas, and reinforce shared
concepts, content and skills. (0401-02-  to address the
 Item Rule/requirement/specification Expectation(s)

0200) elements of an IB
education
Coherent curriculum 2.4: Teachers use
collaborative planning and reflection to  to collaborate with
address the elements of an IB the career-related
education. (0401-02-0400) studies (CRS)
staff.

Student schedules Leadership 3.1: The school implements The schedule provides:
a schedule that allows for the
Sample student requirements of the programme(s) to be  90 hours for PPS
schedules for each met. (0201-03-0100) over two years
grade/year of the
programme CP 1: The school implements a  150 hours for
schedule that provides for the minimum standard level
Include an required teaching hours for each courses and 240
explanation of how standard level and higher level DP hours over two
the school provides subject, and for the CP core. (0201-03- years for higher
for at least the 0141) level courses
minimum number of
required student CP 2: The school implements a  confirmation that the
learning hours, for schedule that provides for the delivery CP is a two-year
example the length of of the personal and professional skills course of study
classes and number (PPS) course over two years for every with all
of classes in the student. (0201-03-0142) components
school year studied
concurrently

 the student’s chosen

career-related
study as part of
the timetable.

CP: Schedules
View full table
Item Rule/requirement/specification Expectation(s)

Curriculum Coherent curriculum 1.1: The school If the DP subject is offered in the
documentation: designs its curriculum in accordance school, the curriculum
with programme documentation. documents:
Studies in language (0401-01-0100)
and literature  identify the knowledge,
Coherent curriculum 1.5: The school concepts, skills and
Language articulates its schedule and attitudes to be
acquisition
Item Rule/requirement/specification Expectation(s)

Individuals and curriculum to make it possible for developed over time

societies students to make connections across
their learning. (0401-01-0500)  allow for meaningful
Sciences student action
Coherent curriculum 3.5: The school
Mathematics ensures the curriculum is up to date  promote students’
and clearly communicated to the awareness of
The arts individual, local,
school community. (0401-03-0500)
national and world
A description of the
CP 1: Teachers follow the DP and issues, including
curriculum, such as
CP review cycles and associated IB students’ own needs
one course outline,
communications. (0401-03-0541) and the needs of
or one unit plan
others
from each subject
group offered in the  incorporate relevant
school showing how experiences for
the courses meet IB students
requirements
 provide opportunities for
reflection on human
commonality,
diversity and multiple
perspectives

 foster development of
the IB learner profile
attributes

 show opportunities for

students to make
connections across
their learning

 reflect current subject

guides.

CRS Leadership 1.2: Leadership and Each career-related study is:

documentation governance understand all IB rules,
regulations and guidelines, and have  accredited/recognized
CRS outline form or put in place structures and processes by one or more
other documentation to ensure compliance. (0201-01- accreditation body
of each career- 0200)
related course of  subject to a
study the school CP 3: The school must in all cases demonstrable form of
offers choose or develop career-related external quality
studies that meet IB criteria. (0201- assurance.
01-0243)
Item Rule/requirement/specification Expectation(s)

PPS documentation Coherent curriculum 1.1: The school The description includes:
designs its curriculum in accordance
PPS course outline with programme documentation.  how the course
or other (0401-01-0100) incorporates the
documentation of following five themes
the PPS course Lifelong learners 6.2: Students take
opportunities to ask questions and  personal development
pursue personal inquiries and
 intercultural
actions. (0402-06-0200)
understanding
CP 1: The school provides
 effective communication
opportunities for students to take
ownership of their learning through  thinking processes
the CP core. (0402-06-0241)
 applied ethics

 how the course is

designed to ensure
students achieve the
following five
learning outcomes

 identify their own

strengths and develop
areas for growth

 demonstrate the ability

to apply thinking
processes to personal
and professional
situations

 recognize and be able to

articulate the value of
cultural understanding
and appreciation for
diversity

 demonstrate the skills

and recognize the
benefits of
communicating
effectively and
working
collaboratively

 recognize and consider

the ethics of choices
and actions
 Item Rule/requirement/specification Expectation(s)

 how students make links

to their career-related
studies.

Language Coherent curriculum 1.1: The school The description includes:

development designs its curriculum in accordance
documentation with programme documentation.  how the school
(0401-01-0100) implements the
Language component including
development outline Lifelong learners 7.3: Students take a minimum of 50
or other opportunities to develop their hours of language
documentation of language profiles. (0402-07-0300) development
the language
development  how the school ensures
component all CP students
complete the language
development core
component and the
language portfolio.

CP: Curriculum documentation

View full table
Item Rule/requirement/specification Expectation(s)

Reflective project Leadership 5.1: The school funds The description includes:
description adequate resources to implement the
programme(s) and meet programme  how students and
Reflective project requirements. (0201-05-0100) supervisors are
outline or a informed of the
description of how CP 2: The school allocates adequate requirements
the school meets its resources and provides supervision to including the
responsibilities for support the reflective project core requirement for
the reflective component, including designating a students to spend a
project reflective project coordinator. (0201- minimum of 50
05-0142) hours on the
reflective project
Coherent curriculum 1.1: The school
designs its curriculum in accordance  how students engage in
with programme documentation. (0401- topic choice
01-0100)
 how supervisors are
Lifelong learners 6.2: Students take selected
opportunities to ask questions and
pursue personal inquiries and actions.  how mandatory
Item Rule/requirement/specification Expectation(s)

(0402-06-0200) reflection sessions

are supervised.
CP 1: The school provides
opportunities for students to take
ownership of their learning through the
CP core. (0402-06-0241)

Approaches to assessment 4.1: The

school provides students with
opportunities to consolidate their
learning through a variety of
assessments. (0404-04-0100)

CP 1: The school records and submits

required IB-validated assessments and
the evidence of completion of the
components of the CP core in
accordance with programme
documentation. (0404-04-0141)

Service learning Leadership 3.1: The school implements The description includes:
documentation a schedule that allows for the
requirements of the programme(s) to be  how students and the
Service learning met. (0201-03-0100) service learning
outline or other coordinator are
documentation of CP 3: The school implements a informed of the
the service learning schedule that allows for regular service service learning
component learning experiences and projects over requirements
at least 18 months for every student. including the
(0201-03-0143) requirement for a
minimum of 50
Lifelong learners 5.1: The school hours for service
provides opportunities for students to learning over at least
directly apply their learning by taking 18 months for every
action. (0402-05-0100) student
Lifelong learners 5.2: Students  how the school ensures
demonstrate a commitment to service all students complete
with and for the community throughout service learning
their learning, in accordance with experiences
programme documentation. (0402-05-
0200  how the school ensures
all students maintain
Approaches to assessment 4.1: The and complete a
school provides students with service learning
opportunities to consolidate their portfolio as evidence
learning through a variety of of their engagement
assessments. (0404-04-0100) with service learning
 Item Rule/requirement/specification Expectation(s)

CP 1: The school records and submits throughout the

required IB-validated assessments and programme
the evidence of completion of the
components of the CP core in  how mandatory
accordance with programme interviews with the
documentation. (0404-04-0141) service learning
coordinator are
documented.

Service learning Lifelong learners 5.2: Students Samples illustrate:

samples demonstrate a commitment to service
with and for the community throughout  how all learning
Three samples of their learning, in accordance with outcomes are met
service learning programme documentation. (0402-05-
experiences  student engagement in
0200)
undertaken by the experiences
students Lifelong learners 6.2: Students take
 how service
opportunities to ask questions and
experiences are
pursue personal inquiries and actions.
initiated by students.
(0402-06-0200)

CP 1: The school provides

opportunities for students to take
ownership of their learning through the
CP core. (0402-06-0241)

CP: Projects and service

Last update: 02/08/2023

 Previous section: Support before, during and after the evaluation process

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Item Rule/requirement/specification Expectation(s)

Collaborative Teacher support 3.1: The school The collaborative planning

planning description allocates dedicated and scheduled description and schedule
and schedule and/or timetabled time for teachers’ shows scheduled or
collaborative planning and reflection. timetabled time for teachers:
(0203-03-0100)  to collaboratively
plan and reflect
Coherent curriculum 1.4: The school  to incorporate IB
provides collaborative planning time philosophy into the
for teachers to incorporate IB curriculum
philosophy into the curriculum. (0401-  to plan and design
01-0400) units that meet
programme
Coherent curriculum 2.1: Teachers
requirements and are
collaborate to plan and design units
in accordance with
that meet programme requirements and
programme
are in accordance with programme
documentation
documentation. (0401-02-0100)
 to consider
MYP 1: The school provides connections between
opportunities for teachers to use different areas and
collaborative planning and reflection reinforce shared
to develop interdisciplinary concepts, content and
understanding. (0401-02-0121) skills
 to address the
MYP 2: Teachers use the MYP elements of an IB
planning process to collaboratively education
design, plan, deliver and document  to develop
student inquiry. (0401-02-0122) interdisciplinary
understanding
Coherent curriculum 2.2: Teachers  to design, plan,
plan and reflect collaboratively to deliver and
consider connections and relationships document student
between different areas, and reinforce inquiry.
shared concepts, content and skills.
(0401-02-0200)

Coherent curriculum 2.4: Teachers use

collaborative planning and reflection
to address the elements of an IB
education. (0401-02-0400)

Calendar or Leadership 3.1: The school The school schedule or

schedule of school implements a schedule that allows for calendar indicates a balanced
deadlines (for the requirements of the programme(s) approach to assessment
eAssessment schools to be met. (0201-03-0100) deadlines for:
only)  internal assessments
Item Rule/requirement/specification Expectation(s)

 external assessments.
Include schedule for Student support 3.2: The school
student submission of demonstrates in its systems, processes
internal assessment and policies attention to the social,
and external emotional, and physical well-being of
assessment its students and teachers. (0202-03-
components 0200)

Coherent curriculum 1.5: The school

articulates its schedule and curriculum
to make it possible for students to
make connections across their
learning. (0401-01-0500)

Sample schedules Leadership 3.1: The school The schedule shows that each
for each grade/year implements a schedule that allows for of the eight subject groups is
of the programme the requirements of the programme(s) taught for at least 50 hours
and an explanation to be met. (0201-03-0100) per year, unless subject group
of the hours of flexibility is offered in year 4
instruction MYP 1: The school implements a and/or year 5.
schedule that provides for the
Include an minimum required teaching hours for
explanation of how each subject group. (0201-03-0121)
the school provides
for at least the
minimum number of
required student
learning hours for
each subject group,
for example the
length of classes and
number of classes in
the school year